Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

R. Radharamanan; Ha Van Vo

shownduring the presentation. Figure 9. Kool-Aid process flow diagram5. ConclusionsThe biomedical, mechanical, and industrial engineering curriculum at MUSE providessignificant learning opportunities to the students. Theory on design, 3D modeling and simulation,manufacturing, automation, and robotics span the curriculum. Hands-on experience in design andmanufacturing laboratories, and open-ended design projects from freshman through senior yearsreinforce the theory. Lastly, Students participate in real world experience through industry co-op, summer internship, and participation in professional society activities. Typical examples oflaboratory work (CAD, CAD/CAM, and robotics modules) developed, presented and discussedin

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Paul G. Ranky

pedagogical as well as advanced educational technology methodsand tools are discussed, and demonstrated to satisfy the above requirements forboth live and eLearning / distance learning (DL) classes.IntroductionThe objective of our case-based multimedia research, that the author has startedover 25 years ago, was to create a case-based / problem-based teaching andlearning curriculum for Millennial generation engineering and IT students. Inorder to satisfy the need of an integrated, simultaneously analytical,computational, interactive, as well as practical, real-world-focused, customizededucation, we have developed an advanced 3D web-enabled active-code caselibrary, supported by on-line features, DVD full-screen, as well as HD videos,and even by smaller

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Arthur Heinricher; Brian Savilonis; David Spanagel; Robert Traver; Kristin Wobbe

Great Problems Seminars: A New First-Year Foundation at WPI Arthur Heinricher1, Brian Savilonis2, David Spanagel3, Robert Traver4, Kristin Wobbe5AbstractThe Great Problems Seminars are a new program designed to engage Worcester PolytechnicInstitute’s first-year students with current events, societal problems, and human needs. Eachseminar starts with an important global problem and helps students to find a place where they canmake real progress, no matter how small, in solving the problem.Four WPI faculty representing Chemistry, Mechanical Engineering, and Humanities developedand delivered two Great Problems Seminars in 2007. Feed the World

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Yiming (Kevin) Rong

alot from each other as well as co-advisors from both WPI and HUST. The program was enhanced in 2006 when eight senior and one BS/MS students from WPI came crossthe ocean joining twelve HUST students. Five projects with real world application background wereidentified. Among them two projects were sponsored by foreign companies running business in China. These two companies enjoyed working with the project teams and requested to continue sponsoringmore projects in next year. Together with another company, three western companies sponsored fourprojects in 2007, which bring up the total number of the projects in 2007 to seven, facilitating fifteen WPIstudents and twenty two HUST students for their senior projects. In 2007, the students

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Bassem Alhalabi; M.K. Hamza; Ali Abu-El Humos

were fardistant from constructing real experimentations online. Such a lack of real experimentation-- over theInternet, gave birth to an authentic rise beyond the restrictions of the antiquated virtual laboratories [4-7].The birth of Remote Labs Environment (RLE) at the Centre of Advanced Distance Education Technologies(CADET), a few years ago, carries with it a world of possibilities and pioneering computing technologies.Therefore, this article conducts a survey of students’ perception of on-line (virtual) labs and in comparisonto real labs. The results are analyzed and discussed to put forth an opportunity to learn about a newtechnology that might change how students conduct experiments, virtually.Keywords: Remote Labs, Distance Lab

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Hudson V. Jackson; Evelyn A. Ellis

anticipated that both teaching and learning will be enhanced when teachers intentionally makeconnections between the subject matter being taught and real-world examples that demonstrate howengineering impacts the world in general and the quality of their students’ lives in particular. 5 Background •History Math •Societal issues •Needs at the time Applications Theory/Principles Example

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Ryan A. Ebel; Donald S. Abbott-McCune; David Chang

Undergraduate Mechatronics Couse Design Project MAJ Ryan A. Ebel, United States Military Academy MAJ Donald S. Abbott-McCune, United States Military Academy MAJ David Chang, United States Military AcademyAbstractThere is a real need to educate our engineering students in the application of electronics, controls,mechanics, and software; this multidisciplinary initiative has led to the creation of an undergraduateMechatronics courses at the United States Military Academy (USMA) and many other universitiesaround the world. The focus of these courses is to emphasize application and hands on laboratory work ingeneral, and design projects in particular. This paper presents an

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

David I. Schwartz

represents certain kinds of games, and the study of algorithmic gamecomplexity involves a deep study of algorithms. However, when confronting a “realistic” game, themultitude of choices, especially in “real-time” games, can bog down both approaches. Although atheoretician might wish to explore the mathematical and computational complexity, a practitioner mightfind the theory too computationally expensive for design and implementation. For educational purposes,students learning about game design and development early in academic studies lack the proficiency andtheoretical depth. 2Instead, consider the notion of studying games as simulations. A game can simulate a real-world system,creating an abstraction

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

David J. Palazzo; Chad C. Schools

... 100 80 60 40 20 0 Strongly Agree Neutral Disagree Strongly Agree Disagree Figure 6: Summary of student assessment. Question 1 (in blue): Video analysis demonstrated the “link” between classroom physics and real world application. Question 2 (in red): I would learn more from a video analysis lab than a traditional lab experiment. The data are encouraging that students felt a connection between the physics taught in class and theapplication of those physics to such complicated

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

John Adams; Charles Kochakian

material, the expectation is that the students will gain quitea bit of value from the combination of business and technical topics. Also, while the CS studentsmay not understand all of the hardware aspects of the course material, they will understand someof the software issues much better than the EE students. While it is a significant challenge for theinstructors to present course material to students from different majors at the same time, thedepartment believes that the advantage of being able to form true multidisciplinary teams makesthe challenge worthwhile. A major component of the course is a project involving looking deeperat the application of RFID in a real world context. The most positive experience to date has beenthe four-person team

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Robin K. Burk

Project-Based Team Learning: Teaching Systems Engineering When the Data are Sparse Robin K. Burk U.S. Military AcademyABSTRACT: Undergraduate systems engineering courses face several challenges, including the need toprovide students with integrative projects which present sufficient depth and complexity while beingscoped for execution within a one or two semester course.This paper describes the results of providing students with challenging real-world analysis projectsdespite the sparse availability of established technical and operating data. Sixteen teams werepresented with projects regarding evaluation of advanced

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

M. Ali Montazer

Sigma initiatives, (2) to provide the students with industrialprojects for which they have the opportunity to work on the various stages of real worldprojects from problem definition to final reporting and presentation, and (3) to furtherpromote amongst the students the concepts and techniques of modeling and simulationand their applications to manufacturing. The center is equipped with the state-of-the-artcomputing hardware and simulation software including ARENA and QUEST as well asother modeling and computational analysis software. It is staffed by a part-time director,a fulltime graduate student, technical and secretarial support. The program wasinaugurated with graduate and undergraduate student teams working on two projectsprovided by

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Evolution of a Senior Capstone Course Through the Assessment ProcessAbstractThe civil engineering senior capstone design course at the United States Coast GuardAcademy has evolved over the past fifteen years. Historically teams of cadets worked inparallel on one design problem with a single faculty advisor. The senior design projectsnow actively involve students in a variety of real world consulting projects to help theCoast Guard and local communities meet technical challenges. Each student team workson a unique project with a faculty advisor. The departmental assessment processconfirmed the educational benefits of student exposure to real world projects with clients,budgets, and deliverables

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Matt Armstrong; Richard L. Comitz; Andrew Biaglow; Russ Lachance; Joseph Sloop

Interdisciplinary Learning for Chemical Engineering Students from Organic Chemistry Synthesis Lab to Reactor Design to Separation Matt Armstrong, Richard L. Comitz, Andrew Biaglow, Russ Lachance, Joseph SloopAbstract A novel approach to the Chemical Engineering curriculum sequence of electives here at WestPoint enabled our students to experience a much more realistic design process, which more closelyreplicated a real world scenario. Students conduct the synthesis in the organic chemistry lab, then conductcomputer modeling of the reaction with ChemCad and Mathematica, analyze chemical separationprocesses, and design a reactor system. This interdisciplinary learning approach

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Aaron S. Bradshaw; Gary N. McCloskey; Franklin Miguel

various levels, the ability to understand and continually evaluate the problem athand, the ability to consider the impacts that a solution may have on the community and the environment,and the ability to deal with uncertainties that are prevalent in the natural world. For most students, theirfirst exposure to these aspects of engineering may not be until after graduation when they enter theprofession. However, it is also possible to give students “real world” exposure in the classroom if thecourse can bring in some of these elements.This paper presents a design for a civil engineering design course where the students apply learnedtechnical skills while fostering their “soft” engineering skills that are critical for success in practice. Thecourse

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Christopher W. Swan; Julia Carroll

2.5 25 0Conclusions and Recommendations This paper presented a new course that was developed with an overall goal to presentmany of the non-technical skills desirable in the engineer of the 21st century, namely effectivecommunication, knowledge of leadership skills, and an appreciation of professionalism andethics. Through lecture, assignments, workshops, and a term project, students are exposed tothese and other issues engineers face in professional practice. The term projects have bothtechnical and non-technical challenges, thus providing direct experience in how these skills arecombined to execute and deliver real-world engineering projects. Shortcomings of the course included insufficient time to delve

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Barrie Jackson

enterprise.The other aspect of the Engineering Profession today, that we as educators must recognize, is that changeis rapid and all embracing. There are several quotes from an excellent paper entitled “Who Moved myKnowledge” as followsWhat was once done with a pencil and paper, steam tables, a slide rule and an in-depth knowledge of theunderlying physics is now done by entering the boundary conditions into a software application andpushing a button. In this process the innate relationships of the measured data to the physical systems isoften lost. This is especially true in the operation of complex systems.The economic drivers and expectations of today preclude this and further generations from spending thetime necessary to fully immerse themselves in

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Dean M. Aslam; Zongliang Cao; Cyrous Rostamzadeh

on a restructuring of schoolscience around real-world problems [1], inquiry based studies [2][3][4][5] including Design-Based Science(DBS) [6][7][8][9][10][11][12][13][14][15] and Learning By Design (LBD) [16][17][18], augmented reality(AR) [19][20][21][22][23][24][25], and Technology Assisted Science, Engineering and Mathematics (TASEM)[26][27][28]. A unique feature of the TASEM program is that it, encompassing a number of inquiry-basedhands-on ideas, focuses on current and future technologies and it is capable of dealing with a variety of learningconcepts and environments studied by other researchers [29][30][31][32][33][34][35][36][37][38][39]. BecauseTASEM is based on technology, it can address (a) technological learning issues in a

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Bahram Nassersharif

, to name a few. Virtualenvironments provide the sensory experience of being in a computer generated, simulated space. Theyhave potential uses in applications ranging from education and training to design and prototyping. Animmersive environment simulates a virtual environment by “imbedding” the learner in an environmentwhere “discovery” becomes part of learning. Therefore, we have chosen the term discovery learningwhere professors and students are enabled to “explore” through immersion, simulation, and animation.This article discusses the implementation of a Discovery Based Learning Classroom for Engineeringcourses. The Discovery-based Learning Center is a sophisticated viewing facility, theater, and lectureroom for interactive real-time

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

structural integrity was more important than creativity; even though they were evaluated on that aspect. They said that they were willing to sacrifice creativity because “in the real world, no one will be impressed with an exotic design if it fails.” • Measuring Creativity can be easy. A simple rubric proved to be effective and gave a good indication of the students’ perception of creativity (refer to Table 6). There are many sophisticated models to measure this attribute which are outside from the scope of this article.Students’ perceptionsAt the end of every semester, a university course evaluation and a Mechanical Engineering web-basedcourse exit survey is administered for each course. Under the general

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Dean Aslam; Aixia Shao

nano-concepts without focusing on education research. Historically, efforts to increase impact of learning techniques have Fig 1 Cell phone: Integration offocused on a number of ideas; a restructuring of school science around new technologies; current (solid),real-world problems [1], inquiry based studies [2][3][4][5] including in 2008 (dashed) and futureDesign-Based Science (DBS) [6][7][8][9][10][11][12][13][14][15] (dotted). 1and Learning By Design (LBD) [16][17][18], augmented reality (AR) [19][20][21][22][23][24][25], andTechnology Assisted Science, Engineering and Mathematics (TASEM) [26][27][28]. The explanation ofnano-structures and nanotechnology are

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Gregory S. Parnell; Michael Kwinn

applying it to a real world problem. The program director decided to experimentwith the two project concept (SE 301 experiment in Table 1). The experiment was successful. Next, wedescribe the development of the text and the SE301 redesign based on the text (Table 1).5 The initial problems were problems that the cadets understood, e.g. redesign the cadet laundry system. 4Development of our textbookThe first author of this paper decided to begin writing the text during his sabbatical and volunteered toteach our first course “until he got it right.” His original plan was to write the text over several years.When he presented his

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Gad J. Selig

established the following wish list for the graduates of the TM program to be able toaccomplish once they were in the workforce: • Identify and evaluate the impact of relevant changing technology and managing those changes effectively in organizations. • Develop strategies and plans to identify, develop and implement innovative technological based solutions. • Manage the effective planning and execution of those technology based initiatives and the integration of their results into the mainstream of an enterprises’ strategy, processes and operations. • The application of technology to create wealth as in successful entrepreneurship and/or intrapreneurship initiatives. • Develop future leader

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Junichi Kanai

’ 6performance. It was also helpful in assessing students ability in terms of ABET’s program outcomes (b),(g), and (k).AcknowledgementsWe thank our industrial sponsors’ supports and participations in the projects. We also thank J. Stookeyand A.J. Lacomba (Dept. of ECSE) in managing the server. Our students, faculty, and staff provided themotivation and excitement for this study.References1. Steiner, M, Using Real-World Multidisciplinary Design Experiences to Prepare Young Engineers to Enter Today’s Workforce, The Changing Face of Design Education, Proceedings 2nd IEPDE Conference, Delft, the Netherlands, 2004, pp. 375-382.2. Dos Santos, B. and Wright, A., “ Using Bulletin Boards in an Educational Setting”, Communications of ACM, Vol. 49, No. 3

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Elif Kongar; Tarek Sobh

is provided in the following section. Model development is the focus of Section 3. Casestudy data and modeling is provided in Section 4. The paper concludes with considerations regardingfuture enhancements.2. Introduction to the Preemptive Goal Programming ModelA large number of real world decision-making and optimization problems are actually multi-objective.Even so, many important optimization models, such as linear programming models, require that thedecision maker express his/her wishes as one aggregate objective function that is usually subjected tosome constraints. Goal programming (GP), generally applied to linear problems, deals with theachievement of prescribed goals or targets. First reported by Charnes and Cooper1, 2, it was then